International Schools Blog

With the pandemic largely preventing on-campus education across the world over the past 18 months, educators have had to significantly rethink how to continue to teach students and work with parents when the normal approaches just aren’t possible.

The global market for robotics is expanding continuously. In this article, Nicoletta Beretta shares insights into the impact this will have on global industry.

Before the advent of the internet, we knew where to find information: television, newspapers and libraries. But now, with a limitless world of information at our fingertips, the challenge is how to tell which information is trustworthy – and which isn’t.

In July 1944, after two years in claustrophobic hiding from her Nazi persecutors, the 15-year-old Anne Frank wrote, ‘When I look up at the sky, I somehow feel that everything will change for the better… In the meantime, I must hold on to my ideals. Perhaps the day will come when I’ll be able to realize them!’ Following the D-Day landings the previous month, her hopes were soaring that the Netherlands would soon be liberated. Anne was already planning her life beyond the hiding place, when she would ‘go out into the world and make a difference’. 

In a post-pandemic world, many of the things we would have only ever considered doing in-person, we now do without thinking online. We are all now so much more open to a combined online/in-person approach to practically every aspect of our lives that it has become normal to us, and the education environment is no exception.

After global school shutdowns, learning loss has become a significant problem for students everywhere. According to the majority of teachers in a McKinsey survey on lost learning, school closures have led to students being up to six months behind where they would usually be in terms of learning.

Every teacher knows that teaching isn’t just about imparting information. It’s also about nurturing your students and supporting them as they develop and grow as individuals. The best teachers care deeply about their students’ happiness and emotional wellbeing, as well as their educational attainment.

The impact of COVID-19 on exams in the UK and around the globe has sharpened the debate about the role of qualifications and assessment in our education systems.

There has been a lively discussion in the UK about the teaching of history, particularly the absence of Black history in school curricula, following Black Lives Matter protests in 2020. Historians, teachers and students have called for change, and at Pearson, we have been listening to feedback and working with stakeholders to respond to this need.

In this article, Casey Barnes, Assistant Head of Secondary at CIS International School in Saint Petersburg looks at how we can all make a difference with acts of kindness.